Working across Boundaries: School Leaders Redefining Communities of Practice through Twitter

Autor/inn/en	Bailey, Jennifer; Kaiser, Forrest; Rhone, Ron; Atchley, Stephanie
Titel	Working across Boundaries: School Leaders Redefining Communities of Practice through Twitter
Quelle	In: NASSP Bulletin, 107 (2023) 3, S.270-286 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Jennifer) ORCID (Atchley, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365231198523
Schlagwörter	Leadership; Communities of Practice; Social Media; Internet; Social Networks; Professional Development; Informal Education; Principals; Self Efficacy; Professional Autonomy; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Community; Soziale Medien; Social network; Soziales Netzwerk; Informelle Bildung; Nichtformale Bildung; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Berufsfreiheit
Abstract	Attrition rates among school leaders have risen in recent years, and scholars cite a lack of meaningful connections and responsive professional learning as leading reasons why they are leaving the field. School leaders are called to navigate unfamiliar and complex challenges, often working in isolation with limited opportunities for collaboration and professional growth. Social media forums, like Twitter, have potential to support a Community of Practice to facilitate learning around school leadership; however, there is a lack of scholarship exploring how school leaders use social media to support their needs. This mixed-methods study used sentiment and content analysis along with a phronetic iterative approach to explore how school leaders use Twitter to connect with others in the field. The umbrella categories of efficacy, agency, and resiliency emerged from the analysis, offering a glimpse into potential connections made through social media. The findings of this exploratory study suggest that principals are seeking connection, encouragement, and professional learning, yet further development in this area could help inform more formal practices to fill the gap in access to informal professional learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01